INTERPRETATION OF THE METHODOLOGICAL PROCESSES OF THE TEACHING PRACTICE PROFESSORS IN THE BACHELOR’S DEGREE IN FOREIGN LANGUAGES WITH EMPHASIS IN ENGLISH AT UCEVA

1 jaumeraguilera@gmail.com, jaumer.quintana01@uceva.edu.co ORCiD: https://orcid.org/0000-00016641-3180 Tel: 3176079707 Unidad Central del Valle del Cauca, Tuluá Valle del Cauca Colombia 2 nathalybejarano4@gmail.com, nathaly.bejarano01@uceva.edu.co ORCiD: https://orcid.org/0000-00016826-7156 Tel: 3185166980 Unidad Central del Valle del Cauca, Tuluá Valle del Cauca Colombia 3 gcardenas@uceva.edu.co ORCiD: https://orcid. org/0000-0002-7571-9023 Tel: 3207386771 Unidad Central del Valle del Cauca, Tuluá Valle del Cauca Colombia 4 julianbeta333@gmail.com, jbetancur@uceva. edu.co ORCiD: https://orcid.org/0000-0002-2890-826X Tel: 3166902553 Unidad Central del Valle del Cauca, Tuluá Valle del Cauca Colombia ABSTRACT


INTRODUCTION
In recent times, Education has been facing a series of transformative processes as a result of the new social and economic scenarios that require skills and competencies for the 21st century (Ávalos, 2014;Tobón, 2013). This is why the teaching staff, as well as their attitudes, performances, and roles, undoubtedly constitutes one of the elements that has a direct impact on the other parts of the educational system (Aghabarari & Mehrak Rahimi 2020).
It is necessary to take into consideration various factors such as teaching, learning and assessment processes that education must understand and address. Along these lines, prospective teachers should be assigned active roles linked and directed to the socio-educational needs since the early stages of the academic program. Indeed, the knowledge that defines pedagogical-teaching practice is essential for efficient teacher training.  (2020) add that pedagogical practice is a fundamental axis in the initial training of teachers, which should be aimed at "learning by applying theory".
Finally, it is declared as "a unique moment in the professional development of teachers" (Fives et al., 2007, p. 917).
This current process of pedagogical practices would allow students to have an approach to reality from the beginning of their teacher training process, it would give them the possibility of experiencing from real school environments all the concepts and theories that are offered, in order to initiate and forge their experiences in the classroom. Therefore, the idea that this process is done sequentially is apparently beneficial and assertive for prospective teachers' performance.

LITERATURE REVIEW
Regarding the theoretical-conceptual approaches to the object of analysis, it is · 2 1 5 · discourse in the aspect of "theory-practice", which practice should be aimed at "learning by applying theory", but that, on many occasions, pedagogical-teaching practice "produce un divorcio entre esos elementos, y que esto no sirve a fines aplicativos" (Saiz-Linares and Ceballos- , 2020, p. 18-19). On the other hand, the supervising teachers confirm that in practice there is a dynamic prevalence between the theoretical and the didactic component and that "procuran por presentar actividades de reflexión para que los estudiantes se acerquen a visiones mucho más críticas y más reflexivas"(Saiz-Linares and Ceballos-López, 2020, p. 19).

FROM IMMERSION
The immersion practice is carried out in the initial  Therefore, the investigative character of the practitioner begins to make sense when he provides substantial elements to identify the problem, and from there, work on transformative actions in favor of the classroom, the educational community and / or the teaching process itself (Baquero, 2006;Munévar, Quintero and Yépez, 2000). The research model considers aspects that are presented in the teaching process in a variable way, these aspects do not have certainty and / or stability, which suggests that the teacher training process in this sense cannot be planned or systematized. For this model of practices specifically is not below or above practice, but theory and empiricism go hand in hand.
Because of the above, Schön (1983) It is explained that the professional teaching exercise is developed through the teachinglearning strategies experienced and, in addition, it is specifically marked the reflection · 2 1 7 · component which characterizes the deployment of pedagogy. They add that, in the curriculum, the moments of reflection that allow rethinking the processes of insertion of the teacher within the classroom must be present and indicated (Merellano et al., 2019). It is emphasized that teachers must have the ability to self-criticize and observe aspects that can be investigated within the classroom in order to always improve educational practice. In this reflection exercise, the contents, the level of complexity and the relationship between these investigable aspects must be considered. He adds that it must be ensured that the critical teacher can make an interpretation of the practice from his/her own experience in the classroom.

RESEARCH DESIGN
This study presented a qualitative approach in which, according to Murcia and Jaramillo (2001), Tójar (2006), and Sandoval (1996), knowledge is a shared or non-shared construction between the researcher and the study-object of the multiple meanings that can be produced on the various facets of reality. Also, it is conceived as an opportunity to understand the cultural realities and the investigated phenomena, as closely as possible to the subjects immersed in the situation.
The scope of this research was interpretive or hermeneutical since they start as a basis for understanding the subjects and social environments. The researcher, through language, understands actions and the world, while can explain them. In this sense, hermeneutics is explained as the approach between knowing what is observed and understanding the phenomenon, also between the data described and what is interpreted (Briones, 1996;Murcia and Jaramillo 2001;Sandoval, 1996).

CONTEXT AND PARTICIPANTS
The study context was at UCEVA, it is a public institution of higher education, subject to inspection and surveillance by the Ministry

BELOW:
The first instrument was an own designed survey, which was previously validated by Chart 1: Likewise, this knowledge is not only content learning, but it is also the universal vehicle that leads to other learning purposes (Shulman, 2005). Therefore, the undergraduate student is able to develop processes of theorization, appropriation and application of knowledge related to education, pedagogy and general and specific didactics, which are related to each other throughout the practices; this in terms of (1) basic knowledge of education and pedagogy,    In that order of ideas, it can be inferred that the practice teacher must know and integrate, within their subjects, contextualized experiences where the student-practitioner can develop actions that respond to their teacher-training process related to (1) school context, (2) regional context, (3) characteristics of the training, (4) pedagogical practice as a nodal subject (see figure 3). This is why, according to Tardif (2004), the practice teacher is a guide that, through its methodology, leads the practitioner to make visible the peculiarities of the school context in On the other hand, and in contrast to what has been previously expressed, it is found that this is not ideally reflected in the methodological processes of practice teachers since practitioners express that teachers generally use strategies that intervene in the teaching process and learning foreign languages in order to attend to problems presented in the classroom. Which is an aspect to self-evaluate for the program, in order to take it into consideration in a more constant, cohesive, coherent and consistent way with social realities, being reflected in the knowledge necessary for planning and design. Finally, improving the influence of the practitioners for the improvement in the educational processes of the context in which they are. It is essential that the school context is given the necessary significance most of the time (see figure 4). These generate teacher-student and student-student bonds by guiding the educational process. And likewise, they are tools that allow to promote the questioning and processing of information based on several identified notions: (1) strategies and mechanisms of teaching,  On the other hand, the appreciations of the students (see figure 6), can be interpreted positively, since it can be seen that, for the most part, they perceive that most of the time, their teacher leads their active participation, to through different strategies and mechanisms of teaching and learning, during the practical meetings. It can be established that all these theories make great contributions in the processes used for the teaching of the foreign language.